SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Manage a community health intervention 
SAQA US ID UNIT STANDARD TITLE
252092  Manage a community health intervention 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people working as clinically focused, service orientated, independent, registered staff nurses, who are able to render basic care to persons with stable and uncomplicated general health problems, as determined by the appropriate legislative framework.

This unit standard will recognise the essential knowledge and skills required to assess, interpret and prioritize community health needs.

People credited with this unit standard are able to:
  • Plan for a community health assessment.
  • Collect, analyse and interpret collected data.
  • Prioritise community needs and report findings.
  • Plan and implement a community health intervention. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Communication and Maths literacy skills at NQF Level 4.
  • Appropriate methods of interacting sensitively, effectively, and professionally with people of diverse cultural, religious, socio-economic, educational and professional backgrounds, (NQF Level 5). 

  • UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    The following scope and context applies to the whole unit standard:
  • The Nurse functions within the scope of practice of a staff nurse as formulated by the SANC and the Nursing Act. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan for a community health assessment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the health assessment is clearly articulated with respect to the particular community and its health issues, challenges and resources. 

    ASSESSMENT CRITERION 2 
    The model or approach selected for the assessment is appropriate for the particular community and circumstances, and provides a systematic way of gathering information about that community. The significance of each of these areas is discussed in relation to the indications they provide of health care issues. 
    ASSESSMENT CRITERION RANGE 
    Systematic approach includes information about:
  • Community composition; community organisation and structure; community capacity; physical environment; socio-economic environment; disease and disability; health and environmental services; social services; health policy.
     

  • ASSESSMENT CRITERION 3 
    The selected approach is participatory and provides mechanisms for the inclusion of key stakeholders and informants. 

    ASSESSMENT CRITERION 4 
    The scope of the assessment is defined in terms of the factors impacting on health as specified by the selected profiling model or approach. The scope is as comprehensive as allowed by circumstances and available resources. 
    ASSESSMENT CRITERION RANGE 
    Factors include:
  • Cultural beliefs and practices; demographics; infrastructure; resources (including essential resources); structures - political, religious, economic; geographical setting (flood planes, water); prominent health problems.
     

  • ASSESSMENT CRITERION 5 
    Relevant reference groups and/or environments in which individuals and groups operate, and which may influence health or health care, are identified and included in the assessment plan. 

    ASSESSMENT CRITERION 6 
    Key sources of information with respect to community health status and/or health problems are identified for inclusion in the assessment. 
    ASSESSMENT CRITERION RANGE 
    Sources include:
  • Epidemiological statistics; existing written records; interviews with informants; observations.
     

  • SPECIFIC OUTCOME 2 
    Collect, analyse and interpret collected data. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The collection, collating and management of data complies with ethical principles. Data is used in accordance with stated purpose, and is accurately reflected. 
    ASSESSMENT CRITERION RANGE 
    Principles include:
  • Confidentiality, non-invasive, privacy; honesty.
     

  • ASSESSMENT CRITERION 2 
    The importance of maintaining confidentiality is explained with reference to trust relationships and continued community involvement in promoting and maintaining health. 

    ASSESSMENT CRITERION 3 
    The methods and processes for collecting data are consistent with the selected approach. Data is collected in a format suitable for analysis. 

    ASSESSMENT CRITERION 4 
    Information gathering in formal and informal contact situations is characterised by active listening, awareness and sensitivity. 

    ASSESSMENT CRITERION 5 
    The data collection process is comprehensive and meets the agreed criteria, as specified in the selected approach. The process promotes the credibility of the data. 

    ASSESSMENT CRITERION 6 
    Data is analysed and interpreted, and issues identified are supported by the available data. Issues are evaluated for their impact on health care and the health status of the community. 

    ASSESSMENT CRITERION 7 
    The analysis and interpretation reflects awareness of the influence of specific context variables on the health or health care of individuals or groups. 

    ASSESSMENT CRITERION 8 
    Conclusions drawn from the analysis indicate possible interventions, and the service providers best positioned to contribute towards a solution for identified health issues. Interventions are directed towards addressing perceived and actual needs. 

    SPECIFIC OUTCOME 3 
    Prioritise community needs and report findings. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Preliminary findings are shared and reviewed with the health team and key stakeholders in the community. 

    ASSESSMENT CRITERION 2 
    Priorities are determined in collaboration with other members of the health team and in consultation with the community via established communication channels. 

    ASSESSMENT CRITERION 3 
    The prioritised community diagnosis is substantiated by documents and reports, and all findings are supported by the data. 

    ASSESSMENT CRITERION 4 
    The data, together with supporting documentation, is stored securely within local community structures according to organisational criteria, and available for reference purposes. 

    ASSESSMENT CRITERION 5 
    Reports are complete and accurate and meet institutional requirements for format and presentation. Reports are distributed to the agreed distribution list within the agreed timeframes. 

    SPECIFIC OUTCOME 4 
    Plan, implement and evaluate a community health intervention. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The intervention is based on agreed priorities, and developed to meet needs identified in the assessment report. Participation of the community is facilitated throughout the implementation process. 

    ASSESSMENT CRITERION 2 
    The planned intervention is relevant to the particular community, and is realistic, attainable and sustainable for that community and the available resources. 

    ASSESSMENT CRITERION 3 
    The plan is clear and unambiguous in its allocation of roles, responsibilities and resources. Where matters are referred or delegated to others, this is clearly indicated in the plan. 

    ASSESSMENT CRITERION 4 
    The possible influence of contextual factors on health care is reflected in the nursing care plan, together with recommendations or provisions for countering negative influences and/or supporting constructive influences. 

    ASSESSMENT CRITERION 5 
    Criteria for the monitoring and evaluation of the intervention are specific, measurable, attainable, and realistic and time bound. Criteria provide for measurement of the improvement in the health of the community in terms of its goals. 

    ASSESSMENT CRITERION 6 
    Mechanisms established to evaluate the intervention are designed to include all key stakeholders and facilitate participation and consultation. 

    ASSESSMENT CRITERION 7 
    Opportunities to continue the empowerment and development of independence in the community are identified. Use of the opportunities promotes the sustainability of the intervention, without compromising health care. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge forms a part of this standard:
  • Understanding and application of various data collection methods based on particular contextual factors.
  • Understanding of a variety of determinants of health and their impact of the health of communities. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Note: Core to the standard - facilitating community based solutions. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Core to the standard - team based approach. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Essential in work with multiple stakeholders. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Core to the standard - facilitating a community process. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Note: Core to the standard - communicating with communities and community structures. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: Indirectly - presentation of information. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Note: Core to community health care. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable and then focuses assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • The SANC guidelines are used as a reference for integrated assessment.
  • Formative Assessment: A variety of assessment strategies and/or approaches integrating theory and practice must be used. These could be tests, assignments, projects, demonstrations or clinical assessments or any other applicable method.
  • Summative: This could take a form of oral, written and/or practical assessments as agreed to with the relevant ETQA.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • None. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59236   National Diploma: Nursing  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59257   Bachelor of Nursing  Level 7  NQF Level 08  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.